Description
Book SynopsisThis book examines the works of Medieval Muslim philosophers interested in intercultural encounters and how receptive Islam is to foreign thought, to serve as a dialogical model, grounded in intercultural communications, for Islamic and Arabic education. The philosophers studied in this project were instructors, tutors, or teachers, such as Al-Kindi, Al-Farabi, Al-Ghazali, and Averroes, whose philosophical contributions directly or indirectly advanced intercultural learning.
The book describes and provides examples of how each of these philosophers engaged with intercultural encounters, and asks how their philosophies can contribute to infusing intercultural ethics and practices into curriculum theorizing. First, it explores selected works of medieval Muslim philosophers from an intercultural perspective to formulate a dialogical paradigm that informs and enriches Muslim education. Second, it frames intercultural education as a catalyst to guide Muslim communities' interactio
Table of Contents
1. The Intercultural, Educational, and Interdisciplinary Borderlines 2. Intercultural Encounters, Discord, and Discovery: Medieval Times Amid Evil Times? 3. The Dialogical Paradigm 4. Al-Kindi on Education: Curriculum Theorizing and the Intercultural Minhaj 5. Intercultural Fārābism: Towards a Tripartite Model of Dialogical Education 6. Rihla as the Sojourner’s Deliverer from Error: Al-Ghazali’s Interdisciplinary and Intercultural Journey of Epistemic Crisis 7. The Averroesian Deliberative Pedagogy of Intercultural Education 8. Conclusion
